The Relationship between Flexibility and Student Performance on Open Number Sentences with Integers [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Lamb, Lisa; Bishop, Jessica; Philipp, Randolph; Whitacre, Ian; Schappelle, Bonnie
Titel	The Relationship between Flexibility and Student Performance on Open Number Sentences with Integers [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Numbers; Addition; Subtraction; Mathematics Instruction; Correlation; Mathematical Logic; Sentences; Grade 2; Grade 4; Grade 7; Grade 11; Elementary School Students; Middle School Students; High School Students; Interviews; Video Technology; Cognitive Processes; Coding; Problem Solving; Age Differences + Suchen Sie Ihr Suchwort? Zahlenraum; Subtraktion; Mathematics lessons; Mathematikunterricht; Korrelation; Mathematical logics; Mathematische Logik; Sentence analysis; Satzanalyse; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; School year 07; 7. Schuljahr; Schuljahr 07; School year 11; 11. Schuljahr; Schuljahr 11; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Interviewing; Interviewtechnik; Cognitive process; Kognitiver Prozess; Codierung; Programmierung; Problemlösen; Age; Difference; Age difference; Altersunterschied
Abstract	To better understand the role that ways of reasoning play in students' success on integer addition and subtraction problems, we examined the relationship between students' flexible use of ways of reasoning and their performance on integers open number sentences. Within groups of students in 3 participant groups--39 2nd and 4th graders who had negative numbers in their numerical domains, 40 7th graders, and 40 successful 11th graders--we found that flexibility and success were positively related. That is, the more flexibly students invoked ways of reasoning, the greater their success. These findings indicate that rather than searching for one particular model or approach to teaching integer operations, teachers should support multiple ways of reasoning and discuss features of problems that might make one way of reasoning more productive than another. [For the complete proceedings, see ED583608.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01